“Active engagement in higher learning implies and requires self-awareness and self-direction.”
-- Angelo and Cross, Classroom Assessment Techniques.
Self-awareness is a process of knowing ourselves through a process of reflecting on what we did, said, felt, or thought, in reaction to any given situation and how we understand and experience our reaction to new situations and events. In relation to learning, this process, also known as metacognition, is the process of being aware of what you know, how you know it, how you learn, and how you prevent yourself from learning. It also includes an understanding of your own general cognitive abilities, your ability to understand what you need to learn, and your knowledge of leaning strategies that you can employ to learn in a particular setting or in order to accomplish a particular task. Reflective practices are often aimed at instructors being aware of what they know and how they are teaching as well as being aimed at helping students understand their approach to learning.
Without reproducing Angelo and Crosses excellent book, there are my strategies for helping students become aware of their own abilities, knowledge, and approach to learning. The most applicable for media production classes seem to be:
Course-related self-confidence surveys – useful in helping students discover how confident they are about working with technology or generating original ideas and concepts for media programs.
Double-entry journals – useful in helping students understand how they respond to a media text.
Focused Autobiographical Sketch – useful in focusing students on how they learn and what environments they found to be supportive of their learning. Can also be used to focus students’ reflection on issues of collaboration or on particular roles in media production.
Reflective Practices
“Active engagement in higher learning implies and requires self-awareness and self-direction.”
-- Angelo and Cross, Classroom Assessment Techniques.
Self-awareness is a process of knowing ourselves through a process of reflecting on what we did, said, felt, or thought, in reaction to any given situation and how we understand and experience our reaction to new situations and events. In relation to learning, this process, also known as metacognition, is the process of being aware of what you know, how you know it, how you learn, and how you prevent yourself from learning. It also includes an understanding of your own general cognitive abilities, your ability to understand what you need to learn, and your knowledge of leaning strategies that you can employ to learn in a particular setting or in order to accomplish a particular task. Reflective practices are often aimed at instructors being aware of what they know and how they are teaching as well as being aimed at helping students understand their approach to learning.
Without reproducing Angelo and Crosses excellent book, there are my strategies for helping students become aware of their own abilities, knowledge, and approach to learning. The most applicable for media production classes seem to be:
Course-related self-confidence surveys – useful in helping students discover how confident they are about working with technology or generating original ideas and concepts for media programs.
Double-entry journals – useful in helping students understand how they respond to a media text.
Focused Autobiographical Sketch – useful in focusing students on how they learn and what environments they found to be supportive of their learning. Can also be used to focus students’ reflection on issues of collaboration or on particular roles in media production.
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